Date of Award

Fall 11-28-2012

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

First Advisor

Dr. Rose A. Sevcik

Second Advisor

Dr. MaryAnn Romski

Third Advisor

Dr. Robin Morris

Abstract

Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of receptive vocabulary knowledge on mathematics skill through expressive vocabulary were examined. The findings indicated that after controlling for grade level, phonological awareness, naming speed, and vocabulary knowledge were significantly related to mathematics skill. The mediating effects of expressive vocabulary as well as the indirect effects of receptive vocabulary knowledge on mathematics skill were also significant.

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